Day 17: Force Discussion to FBD Practice

Because of some interruptions to our class time, it took us a while to (finally) get to the end of problem 4. It’s a tough one—asking what will happen, after you’ve been pushing an object at a constant velocity, when you then reduce your push to use a smaller force. The class was divided among a lot of different ideas. Would it go at a … Continue reading Day 17: Force Discussion to FBD Practice

Day 15: “But then it wouldn’t be able to move!”

We finished problem 3 in no time (what if the floor were completely frictionless), and then we moved on to problem 4 where the real trouble always begins. Here’s the problem: It’s one of the Matt Greenwolfe problems, but I’ve worked on the precise wording a lot to avoid some of the semantics problems that have tripped up my students in the past. (For example, … Continue reading Day 15: “But then it wouldn’t be able to move!”

Day 9: Students Interacting with Test Questions

I started the day at a coffee shop writing on the tests from last class so that I could return them this morning. And just overall being psyched about what these kids can do. For a variety of reasons, these students were ready to interact with the test in just the kinds of ways that I wanted (even though it was their first graded assessment). … Continue reading Day 9: Students Interacting with Test Questions

Day 8: First CVPM Test

We spent the first half of class working on problems in groups and figuring out how to use the area under velocity-time graphs. Then we pulled the tables apart and took our first test. Or quiz. Or celebration of mastery. Or fun educational experience. Or, really though, started a trimester-long one-on-one conversation about what’s going well and where each student can improve. Continue reading Day 8: First CVPM Test

Day 7: Cyclists A and B

Here are the 10th graders creating whiteboards to discuss some position-vs-time graphs. Best part of the discussion was the super picky, super passionate argument about whether you could really make any comment comparing the speed of cyclist A in the old graph and the new graph. “I took out my ruler and protractor and the angles are the same.” vs. “It doesn’t give a scale so … Continue reading Day 7: Cyclists A and B